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Child Psychology, Child Psychology,

Child Psychology, - PowerPoint Presentation

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Child Psychology, - PPT Presentation

A Canadian Perspective Third Edition Younger Adler Vasta Chapter 16 GenderRole Development and Sex Differences Younger Adler VastaChild Psychology Third Edition Chapter 16 2 Learning Objectives ID: 446330

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Slide1

Child Psychology,A Canadian Perspective Third Edition

Younger, Adler, Vasta Slide2

Chapter 16

Gender-Role Development and Sex Differences

Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

2Slide3

Learning ObjectivesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

3

Learning Objective 16.1:

Understand four theoretical approaches to gender development.Learning Objective 16.2:Describe physical, cognitive, and social/personality sex differences that have been found.Learning Objective 16.3:Understand the role of biological influences in the development of sex differences.Slide4

Learning ObjectivesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

4

Learning Objective 16.4:

Understand how society, parents, peers, and the self contribute to gender-role socialization.Learning Objective 16.5:Trace the development of gender-role knowledge and behaviour.Learning Objective 16.6:Discuss the development of sexual relationships and behaviour.Slide5

Gender-Related DefinitionsYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

5

Sex

: biological maleness or femaleness of an individualSex difference: an observed difference between males and femalesGender: differences resulting from socialization

Gender

-role

:

pattern

of

behaviours

that are considered appropriate for a female or male in a particular culture

Sex typing

:

process

by which children develop a gender roleSlide6

Theories of Gender-Role Development and Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

6

Evolutionary

and biological approachesEvolutionary approach:Sex differences reflect the different reproductive challenges faced by mails and females in our ancestral pastPsychobiological

approach:

Genes and hormones set gender-role development in motion; the environment completes the process

Sociocultural

approaches:

Gender roles develop as children interact with their social and cultural environment.Slide7

Theories of Gender-Role Development and Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

7

Cognitive-Developmental:

Stage theory suggests that children develop Gender identificationAbility to categorize themselves and others as male or femaleGender stabilityKnowledge that gender does not change with age Gender constancyNotion that gender is a fixed part of ourselvesSlide8

Theories of Gender-Role Development and Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

8

Information processing models focus on concepts such as:

Gender schemaCognitive representation of the characteristics of being either male or femaleGender scriptCognitive representation of a familiar routine or activity that is usually only associated with one genderSlide9

Theories of Gender-Role Development and Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

9

Environmental/Learning theory

Gender role is learned through experienceSex differences are not inevitableSlide10

Some Perceived and Real Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

10

Physical differences

InfancyPhysiologicalFemale newborn is healthier, less muscular, more sensitive to painBehaviouralFemale newborns spend less time awake, and display less motor activity than do male newbornsPreschoolSex differences in large and fine motor development are evident

Girls have better fine motor skills

Boys do better in activities that require strengthSlide11

Some Perceived and Real Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

11

Cognitive differences

Language and verbal abilitiesFemales have better language and verbal abilities than do malesSuggestion that mothers provide a stronger language environment for female infantsQuantitative abilitiesIn elementary school, girls are better at computation while boys are better at math reasoning problemsBy high school, boys perform better at mathLess math anxiety, more effective strategies?Slide12

Some Perceived and Real Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

12

Figure 16.3

In this task, male and female subjects are asked to mentally rotate the images to determine if they are the same (a) or different (b)Males outperform females in this spatial taskSlide13

Some Perceived and Real Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

13

Social and personality differences

TemperamentFemale infants are more likely to regulate their arousal than male infantsEmotionGirls are generally more emotionally expressive than boysGirls are better at hiding negative emotionsSelf-controlGirls exhibit greater self-control than boysActivity and exploration

Boys show greater activity and are more likely to explore (rough-and-tumble play)Slide14

Some Perceived and Real Sex DifferencesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

14

Social and personality differences (cont’d)

Prosocial behaviourGirls are rated as more helpful, generous, and cooperative than boysAggressionMales are more aggressive than are femalesAggression is the largest sex differenceMales use physical violence whereas females are more likely to use relational or social aggressionSocial Influence

Boys are more likely to use threats or physical force

Girls are more likely to use verbal persuasionSlide15

Biological Influences on Gender-Role DevelopmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

15

Genetic and hormonal influences

Prior to six weeks, the fetus is bipotentialCan develop as a female or a male, depending on genetic/hormonal circumstancesXX fetus will develop as a femaleXY fetus will develop testes at 6 weeks of age, the testes secrete androgensAndrogens organize the fetus as a malePeripheral organs appear male (internal and external)Brain is lateralized in a male pattern

Hormone activity in adulthood is set in male patternSlide16

Biological Influences on Gender-Role DevelopmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

16

Brain lateralization

Brain hemispheres are specialized for specific functionsLeft hemisphere is specialized for language/speechRight hemisphere is specialized for quantitative and spatial abilitiesConclusions are based on brain damage studies as well as imaging studiesMales are more lateralized than females

Left hemisphere brain damage produces greater impairment in males than femalesSlide17

Socialization and Gender-Role DevelopmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

17

Gender-role socialization occurs at many levels—

society, family, peer, and the selfDifferential treatment of males and females fosters the development of different skills, abilities, and attitudesChildren spend most of their time with same-sex peers who serve as an important socialization forceSlide18

Socialization and Gender-Role DevelopmentYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

18

Children imitate sex-typed

behaviours shown by models in the laboratorySources of modelling in real lifeParents serve as modelsMass media portrays traditional gender roles for characters on televisionChildren’s storybooks

are another source of modelling

of gender roles Slide19

Understanding Gender Roles and StereotypesYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

19

Gender role knowledge develops from about two years of age

Children display gender stability by age 4, and gender consistency by age 5Sex-typed labels influence children’s behaviours in terms of preference and performanceAs children grow older, they begin to use gender information to draw inferences about other people and also become more flexible and tolerant of gender role violationsSlide20

The Family as a SystemYounger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16

20

Around middle childhood

Children become interested in others as future sexual partnersWhile most children develop heterosexual orientations, a minority of children develop gay, lesbian, or bisexual orientationsMost contemporary research indicates that both biology and the environment are associated with sexual orientation—though the mechanisms by which this occurs remain largely speculativeSlide21

Younger, Adler, Vasta/Child Psychology, Third Edition, Chapter 16Copyright ©

2012 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.

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